The stability of learning disabilities among emergent bilingual children: A latent transition analysis.
The stability of learning disabilities among emergent bilingual children: A latent transition analysis.
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新生双语儿童学习障碍的稳定性：潜在转变分析。
DOI：
10.1037/edu0000645
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发表时间：
2021
影响因子：
4.9
通讯作者：
Li, Jui-Teng
中科院分区：
文献类型：
--
作者：
Swanson, H. Lee;Arizmendi, Genesis D.;Li, Jui-Teng
本研究调查了母语为西班牙语的小学英语学习 (EL) 儿童中潜在班级的普遍性和稳定性。为此，第一波（一年级）的 1、2 和 3 年级的 EL 儿童（N = 267）接受了西班牙语和英语的一系列词汇、阅读、数学和认知测量（短期记忆、工作记忆、快速命名、抑制）。一年后也实施了这些相同的措施（第二波）。出现了四个重要发现。首先，在两次测试浪潮中都出现了四个潜在类别（平衡双语者 - 平均成绩者、不平衡双语者 - 平均成绩者、有学习障碍风险的儿童、英语主导者）。其次，概率估计表明，在第 1 波中，总样本中有 20% 面临学习障碍的风险，而在第 2 波中，晚出现的学业困难使学习障碍潜在类别增加了 5%。第三，在平衡双语平均成绩者中，晚出现学习障碍风险的儿童的发生率较高，特别是对于那些从 3 年级过渡到或从 3 年级过渡的儿童。最后，用于预测儿童在最后一波测试中被正确分类的几率的认知测量包括命名速度和工作测量。记忆。结果支持这样一种观点，即在语言和学业成绩的保护下出现了统计上不同的潜在类别，并且可以将有学习障碍风险的儿童从英语学习者的异质样本中区分出来。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）
This study investigated the prevalence and stability of latent classes among elementary-aged English learning (EL) children whose first language is Spanish. To this end, EL children (N= 267) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures (short-term memory, working memory, rapid naming, inhibition) in both Spanish and English. These same measures were also administered one year later (Wave 2). Four important findings occurred. First, four latent classes (balanced bilinguals-average achievers, unbalanced bilinguals-average achievers, children at risk for learning disabilities, English dominant) at both testing waves emerged. Second, probability estimates indicated that 20% of the total sample was at risk for learning disabilities at Wave 1, with late-emerging academic difficulties increasing the learning disabilities latent class by 5% at Wave 2. Third, the incidence of late-emerging children at risk for learning disabilities was higher among balanced bilingual average achievers, especially for those children transitioning to or from Grade 3. Finally, the cognitive measures for predicting the odds of children being correctly classified in the final wave of testing included measures of naming speed and working memory. The results support the notion that statistically distinct latent classes emerge under the umbrella of language and academic performance and that children at risk for learning disabilities can be separated among a heterogeneous sample of children who are English language learners.(PsycInfo Database Record (c) 2021 APA, all rights reserved)